Focus Groups

This section includes these parts. Click on each for more.

• Fundamentals
• When to Use
• Focus Group Validity and Reliability
• Focus Group Instruments
• Sample Questions
• Format and Logistics

Fundamentals

Focus groups serve much the same function as individual interviews. The main difference is that, with focus groups, the questions are asked of groups. Focus groups have an advantage over individual interviews because the comments of one participant can stimulate the thoughts and ideas of another. On the other hand, some participants might not be willing to divulge sensitive or personal information in the presence of others.

Many of the same questions may be used for individual interviews and for focus groups. As in individual interviews, in focus groups the evaluator looks for insightful comments and common threads and uses direct quotes as the evaluation data. In focus groups, however, important themes and common threads are sought across groups as well as individuals. The data are not restricted to points of agreement, but may also emphasize differences among participants.

To get the best information, it is important to conduct more than one focus group because different combinations of people will give different perspectives. A minimum of three focus groups is usually recommended; the more views expressed, the more likely you are to develop a good understanding of the situation.

Many times it is useful to group people with a similar relationship to the program within a group. For example, it might be better to conduct one group with persons who refused to participate in the program and another group with those who completed it, than to put the two together in one group. This allows group members to find common ground for discussion, and go into greater depth. Also, grouping members who view themselves as equals allows all members of the group to express their opinions freely.

Like individual interviews, focus groups are audio- or videotaped, and the tapes are transcribed for analysis. It can be useful to have more than one recording device, in case of mechanical failure.

When each focus group is completed, the facilitators and recorders of the group analyze the data. Data from earlier groups can guide the way questions are asked in later groups. When all the focus groups are completed, facilitators and recorders complete the final analysis. This is done by developing a summary of the combined groups, noting group differences and suggesting hypotheses about those differences. When the analysis is complete, the evaluator prepares a written report for program management.

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When to Use

Focus groups are valuable for open-ended group discussions on a range of issues and for obtaining in-depth information about perceptions and concerns from a group. This format is not always useful for collecting information on individual participant outcomes, but may be used effectively to assess participants' perceptions of a program's strengths, limitations, and effects.¹

Focus groups are especially useful when you suspect that respondents will be more willing to discuss the topic in a group setting. For example, sometimes persons are unwilling to mention a program's problems when they are talking one-on-one with an interviewer from the program. In a group, they may feel supported by the presence of others who have interacted with the program. Focus groups are also useful when you have reason to believe that some members of the group will be able to help get other members talking. This can be especially valuable if there are cultural, socioeconomic, or other obvious differences between the group members and those running the program.

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Focus Group Validity and Reliability

As with individual interviews, focus groups are designed to obtain information regarding personal perceptions and experiences. Thus, what the group members report is accepted as a valid representation of their experience, particularly if it is not challenged by other members of the group. There are, however, ways you can further ensure the accuracy of the information.

• Reliability of information obtained in focus groups can be assessed by returning to a subject later in the discussion. It can also be assessed by having several focus groups address the same topic. Information obtained in one focus group can be tested in subsequent focus groups by asking about similar events.



• Validity of the reported information can sometimes be assessed through comparison with program documentation. For example, if the members of a focus group report that the seminar on clean indoor air did not cover the dangers of secondhand smoke, this can be verified by reviewing the videotape of the course. If the tape shows that the dangers of secondhand smoke were covered, then it will be helpful to explore what may have caused this topic not to come to the attention of the attendees. Was it covered at the wrong time? Was the presentation such that it did not clearly get its point across?

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Focus Group Instruments

Data collection instruments for focus groups are very similar to those used in individual interviews, but now they are called "focus group guides." In general, they contain open-ended questions or topics in semi-structured or unstructured formats. Rarely are structured formats used. As with interview guides, the questions on focus group guides are designed to get the participants to talk.

A semi-structured focus group guide might have some specific topic areas and a general order, as shown below. The group facilitator would follow the natural course of the conversation and cover each topic as it came up. The following are some questions one might use in a semi-structured format.

1. How did you first learn about Program X?
2. Where have you seen or heard information about the program?
3. What do you think is the main purpose of Program X?
4. What factors might influence people to participate in the program?
5. What factors might discourage people from participating in the program?
6. What most needs to be improved about Program X?

An unstructured focus group would have only a general subject area to be explored, leaving as much of the content as possible to the respondents, and following their lead. The opening question might introduce the topic as follows:

In addition to the content of the focus groups, it may also be important to gather classifying information such as demographics, or attendance at the program. If so, this information can be gathered from each participant as he or she arrives, before he or she enters the group.

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Sample Questions

The following is a set of sample questions a facilitator might ask a focus group composed of persons from a community in which a secondhand smoke project is about to be developed.

1. What have you heard about the subject of secondhand smoke?



2. Do you think secondhand smoke is a problem? Probe: Why?/Why not?



3. How would you go about starting a program to raise people's concern about secondhand smoke?



4. Who are some people you would include in the planning process?



5. What would you be sure to include in the program?



6. What would you be sure to avoid doing in the program?



7. Is there anything else you would suggest?

The following is a set of sample questions a facilitator might ask a focus group composed of persons from the target audience of an advertising campaign about the dangers of secondhand smoke in the home:

1. Have you seen the new advertisements to get people to quit smoking in their homes and around their non-smoking children and loved ones? Probe: Where did you see these ads?



2. What do you think of the ads?



3. Do you think more people will quit smoking around non-smokers as a result of the campaign? Probe: Why? Why not?



4. Who do you think is most likely to notice the advertisements?



5. What have you heard about the campaign from children? Other adults?

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Format and Logistics

Focus groups can require more organization and planning than personal interviews because they require the following:

• Coordinating the schedules of more than one respondent as well as a group facilitator and a group recorder
• Choosing the location that is most convenient to all participants
• Arranging for recording of all responses
• Trying to keep the discussion on track

Before conducting a focus group, someone will need to contact each group member to invite him or her to the group. In some instances, it will also be necessary to determine a convenient time for the group. At the initial contact, the group members should be told the following:

• The general purpose of the focus group
• How long it is expected to take
• That the group will be audio- or videotape recorded
• The steps that will be taken to keep the information confidential
• Contact information for the facilitator or other designated individual, in case the group member needs to ask additional questions

Group Size and Type

A total of 4 to 12 people (ideally 6 to 8) should be recruited for each group. Fewer than 4 people makes it difficult to generate discussion, and more than 12 people makes it almost impossible for everyone to participate. Group members should be persons who are similar with respect to their relationship with the program, and who view each other as equals.

Location and Environment

Each focus group should take place at a location that is convenient and comfortable for the group members. When they arrive, each group member should be greeted and asked to provide any individual information that is needed such as demographics. They should also be familiarized with the setting, and the location of food or beverages (if provided) and restrooms.

Once the group has come together, the facilitator should take a moment to make sure that the group members are comfortable, and to review the purpose of the focus group. This should be done using a standard format with each focus group. After the introduction, the facilitator can begin to follow the questions/topics on the focus group guide.

Follow up

When the focus group guide has been completely covered it is important to ask the members if there is any additional information they would like to provide, ask if they have any remaining questions for the facilitator, and thank them for participating. If there is an incentive for participation (e.g., $10 payment), let the members know how they will receive this, and leave them with information regarding how to reach the interviewer in case additional questions arise.

Transcription

Once the focus group has been concluded, it should be transcribed verbatim from the tape. The name of the members and/or other identifying persons (such as partners or children) or identifying information (such as address) should be disguised or omitted in the transcripts. Once the transcripts are completed and verified, the tape can be destroyed. This will protect the privacy of the group members. The verbatim comments of the group members will be the information that is used in the analysis of the focus groups.

In summary, here are the highlights of what you should do to get the most out of your focus group.

1. Plan on conducting three or more focus groups because different combinations of people yield different perspectives.



2. Ideally, focus groups consist of six to eight people who are likely to regard each other as equals.



3. Select five or six general questions to guide open-ended discussions lasting about an hour and a half.



4. As with personal interviews, focus-group discussions should be audio- or videotaped and transcribed verbatim.



5. Have one facilitator guide the discussion and another person present to assist with facilitation and take detailed notes. Less detailed notes may also be taken on a flip-chart for all to see. This can give group members the chance to add anything they think is important.



6. Establish some rules for how the group responds to questions so that all members have the chance to contribute.



7. Watch your time so that you get through all questions in the time you have. Try to keep the discussion on track.



8. Soon after each focus group is finished, summarize in writing the main points that emerged in response to each of the general questions.

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1. Source: Burt, M.R., Harell, M.V., Newmark, L.C., Aron, L.Y. & Jacobs, L.K. (1997). Data collection strategies. In Evaluation guidebook projects funded by S.T.O.P. Formula Grants under the Violence Against Women Act. Washington, DC: The Urban Institute.